The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessing Writing Pub Date : 2023-12-14 DOI:10.1016/j.asw.2023.100802

Yiwen Cen , Yao Zheng

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Abstract

With the growing body of research on writing feedback and the recognition of the critical role of writing motivation, controversy has emerged over the motivational function of feedback in second language (L2) writing contexts. To provide further evidence for the impact of different feedback practices on L2 learners’ writing motivation, the present meta-analysis synthesizes the results of 13 quantitative studies on the relationship between feedback and L2 writing motivation. It examines the effect of different feedback practices on L2 learners’ writing motivation and the variables moderating the effectiveness of those feedback practices. The results show that feedback generated from multiple sources has the greatest motivational function in L2 writing, followed by single-source feedback, including peer feedback, teacher feedback, and automated feedback. Moderator analysis indicates that feedback type is a statistically significant variable moderating the effectiveness of feedback. In light of the findings, implications for L2 writing instruction and future L2 writing research are discussed.

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反馈的激励作用：不同反馈做法对 L2 学习者写作动机影响的元分析

随着有关写作反馈的研究日益增多，人们认识到写作动机的关键作用，因此对第二语言（L2）写作环境中反馈的激励功能产生了争议。为了进一步证明不同反馈实践对 L2 学习者写作动机的影响，本荟萃分析综合了 13 项关于反馈与 L2 写作动机之间关系的定量研究结果。它考察了不同反馈实践对 L2 学习者写作动机的影响，以及调节这些反馈实践有效性的变量。结果表明，在 L2 写作中，多来源反馈的激励作用最大，其次是单来源反馈，包括同伴反馈、教师反馈和自动反馈。调节分析表明，反馈类型是调节反馈效果的一个具有统计学意义的变量。根据研究结果，讨论了对 L2 写作教学和未来 L2 写作研究的影响。

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.